Mediation and Conflict Resolution - Assignment Example

Mediation and Conflict Resolution Question #1 From the literature, it would be important to summon all the parties involved in the conflict. Each of the staff members involved in the conflicts will be given room to give their side of the story because effective conflict resolution starts with listening to each perspective devoid of emotions or favoritism (Winslade & Monk, 2000). It helps to understand the root causes of the conflicts and where possible, address the issues with speed so that they will not be repeated in future. Afzalur (2002) argues that conflict management requires that root causes of conflicts at the workplace be comprehensively addressed before any meaningful mediation can take place (Afzalur, 2002, p227). It is the role of the mediator to initiate this process .The processes will be twofold: analyzing the source of dispute to have an idea of how to resolve the conflict. To encourage the parties to provide as comprehensive information about the conflicts as possible, it would be important that the mediator ask leading questions that will provide perspective about the origin of the conflicts, how each party feels about the conflicts, and what they think should be done to avoid such conflicts in future (Winslade & Monk, 2000). The second step would be to seek the opinions of the parties involved regarding what they think, in their view, should be the best way to address the conflicts and reduce or avoid them in future (Afzalur, 2002, p229). The short-term goal would be to improve relations among the staff members at the criminology department; the long-term goal would be for the university to find a long-term strategy of preventing such conflicts. Michelle and Angela would be made to each give their views and source of discontent. From this, they will be asked what they think about the issues; whether they think there is lack of proper communication with respect to the administration. The Mrs. Emerson’s administration should deal with issues of power. She should know that power should be equally important and should be rationally applied (Afzalur, 2002, p231). The administration on the other hand should categorically state the job requirements for each of the duo to avoid such conflicts. Effective conflict resolution begins with hearing what every party involved in the conflict has to say (Winslade & Monk, 2000). From these, sources of conflicts can be inferred and duly addressed. In the case of Michelle and Angela, the type of conflict is work-related, meaning the administration is to be faulted for not informing Angela about the restructure. She has a right to be informed. In fact, she can seek legal redress. The main issue here, though, is to address the issues now and advise the administration on the need for timely and effective communication in preventing conflicts. Question #2 Mrs. Emerson should assess how group members interact with, disagree, or influence the mandate of power since she is the representative of that power. Do the intergroup conflicts develop as result of misappropriation of culture? Then it would be important to look at issues of cultural diversity (Kressel, 2014). Are staff members tolerant to different cultural views and affiliations? Discussing such issues will help to bridge any miscommunication gaps that have existed. The two conflict resolution interventions that would be appropriate in the given scenario would be collecting all the necessary information regarding the conflict within the department, analyzing the situation and then getting the perspective (Afzalur, 2002, p228). In its bid to increase enrolment of international students as a strategy for the university to generate more funds (they pay more), Mrs. Emerson is putting pressure on staff members. She wants reports compiled and data collected within short time frames. She fails to give staff members enough time. As a result, this stresses them and has a negative effect on their jobs. Employees need motivation and appraisals at the workplace. The restructuring program ought to have been evenly spaced, with staff members being informed of the reshuffles. For instance, Mark is having a difficult time managing pressure from his wife and planning timetables, an instance that causes Michelle and Angela to confront each other when they realize they share the same class for lectures (Kressel, 2014). De Wit et al. (2012) suggest that the first step towards managing conflicts is to establish the causal agents for such conflicts. The conflict is indeed a culmination of the rushed restructure in which Angela was not informed about the changes in the office. Collecting all the necessary information would help to understand the causal agents of conflicts at the criminology department (De Wit et al., 2012). For instance, it would be understood that conflicts arise due to unclear duties and job specifications, a factor that causes stress for Michelle and Angela. After understanding why the problems occur, it would be important to have each of the conflicting parties give their perspectives (Dean et al., 2013). Angela could explain why she feels disappointed-that she feels demoted; Michele could also give her perspective, after which a compromise would be made and the stalemate resolved, and hurt relationship restored for the betterment of the criminology department and the university as a whole. Issues such as conflicts resulting from work, family, and sexual orientation would be discussed. It might as well be prudent to inform Angela that the university’s policy supports different sexual orientations and it would therefore not be fair to use derogatory terms on Michele. However, the most important issue to address would be miscommunication between the head of criminology department and staff members in the department. Question #3 Organizational dynamics at the work place include cultural diversity, gaps in communication, religious beliefs and sexual orientation. The administrations ought to address these issues in an open manner. The antidiscrimination policy at the university encapsulates this. The only problem would be implementing the policy and ensuring that staff members understand and practice it (Kressel, 2014). This calls for cooperation between the university management and heads of departments. Workers should be tolerant to divergent views, different affiliations and beliefs, and this should be made clear from the onset so that unnecessary conflicts are avoided in future. Some of the barriers that impede effective conflict resolution as exposed at the university include inadequate preparation and planning (De Wit et al., 2012). This can be seen when Dorothy Emerson needs reports about job rates, and past enrolment statistics within a short time. The staff members should have been given more time to prepare. Even the restructuring process should have been done in the presence of all staff members so that everyone feels included. Another barrier is that of false first perceptions and impressions (Lam, 2008). Mrs. Emerson is just from another school where she helped improve enrolment of international students, the main reason why she is appointed at the university. She is therefore eager to prove to the university council that she will deliver good results and improve business. The problem though, is that she is rushing things, and causing stress due to her ambitious restructuring of departments (De Wit et al., 2012). There is failure to talk and listen. Being an administrator, Mrs. Emerson should have sought to find from the staff members where the problem begins. She gives warnings to Mark without first considering dialogue. Mrs. Emerson should have explained the changes she made to every staff members, and clarify issues about the roles of each member in the new structure (De Wit et al., 2012). Better still, she would have sought for their opinions concerning the changes. Reactive devaluation occurs when Angela comes back from maternity leave only to find that her desk has been shifted. To her, this meant devaluation (Lam, 2008). Such issues needed to be openly discussed so that Angela does not feel aggrieved and undermined. Partisan perception occurs when Angela undermines Michelle based on her sexual orientation. Jackpot syndrome is displayed when Angela and Michelle confront each other and use the opportunity to hit back at each other due to their differences at the work (Lam, 2008). Mark is stressed due to pressure from his wife and Mrs. Emerson. He develops stress and easily becomes frustrated. This explains why he gets emotional when a student makes sarcastic comments about him and he loses his temper, throwing a book at him and in the process destroying the projector. Michelle feels it is time she was promoted. The confrontation that Angela and Michele have in front of the students when they realize they are sharing the same class is an unhidden impediment since the duo takes the chance to level up against each other. Getting reaction of every party would be first step in getting their story and resolving the conflicts (De Wit et al., 2012). Question #4 The impediment of emotion to conflict resolution occurs when Mark hurls a book at a student because he threw a sarcastic remark at him. In the real sense, Mark is a troubled man who is under pressure from the administration and his wife. Angela and Michele also exhibit impediment of emotion when they fail to articulate their grievances. They both feel aggrieved. Mrs. Emerson is disappointed that Mark cannot get her reports and data on time, prompting her to threaten him with disciplinary actions. I would ask each of the aggrieved parties what they think about the situation; what their viewpoints are (Dean, 2009). This way, it would be easy to assess the situation, get the perspective, address the short and long-term issues, and amicably resolve the conflicts. I would interject whenever a party becomes emotional. The first step to resolving conflicts is to first listen to the parties, their grievance (Dean, 2009). Every party would be encouraged to let out their emotions, even cry if they want to. The next step would be to ask them how they feel about it. They could give their suggestions. De Wit et al. (2012) agree that it is the job of a mediator to gather all relevant facts regarding a conflict. As the mediator, having gathered all the necessary information such as displeasure and reversed roles at the department of criminology, the main issue that emanates is the lack of timely communication and failure to include all members of the staff in the restructuring process (De Wit et al., 2012, p360). Mrs. Emerson would be advised to stop rushing her members of the staff. Alternatively, she would need to create enough time for collection of data and compilation of reports. Negotiations would then follow, where an employee does not necessarily fear the administrator simply because they are superior (Dean, 2009). In brief, I will advocate for a win-win situation: Angela gets back her previous office; Mark is given time off; and Michelle is promoted (Dean, 2009). Question #5 As a mediator, it is important that all the parties involved in the conflict are treated equally (Afzalur Rahim, 2002, p224). This would mean encouraging the parties to offer their views without fears of insubordination or favor. This encourages them to feel that their views are appreciated and that they are treated with fairness. For instance, Angela as a senior should not feel that she has superior opinions; or Mrs. Emerson should not feel that being the head of the university she should impose changes that the staff members are not comfortable with. Power should be understood as a dynamic relationship (Afzalur Rahim, 2002, p225). As a mediator, I have the power to decide who talks. The other parties should not interfere during this process. I let each of the parties state their feelings and give opinions. I may encourage them to talk though leading questions such as, “how do you feel about this….” Since emotion can be an impediment in effective conflict resolution, I would encourage parties involved to express their emotions until they are spent (Deutsch et al., 2011). Then when they become rational I look at the facts presented, what can be inferred. I would discourage against coercive power such as the one demonstrated by Mrs. Emerson. Coercive power makes the employee feel like subjects such that they may not be willing to give honest opinions for fear of reprimand (Afzalur Rahim, 2002, p228). Some people may prefer to remain silent during mediation. This means that they are delineated and feel left out in important decision-making such as was the case with Angela. As a mediator, I will be unaffiliated to either side; will be mutually acceptable to both sides; will be neutral to views from both sides; will not develop any personal interest, and will approach the discussion with utmost openness. Each party must understand that they have relative powers based on their interests, powers, and rights (Deutsch et al., 2011). I will explain that the university has an anti-discrimination policy that protects every staff member. There is need to reach a compromise between the management and members of the staff; between the staff members and across various departments. Strategy Let either side give their opinions Let both sides display their emotions State that nobody is superior or inferior Ask for opinions Record findings Discus with the conflict management team about the findings Offer expert opinion Give flexible time frame for implementation of the report Question #6 Every organization has issues of power balance; its overuse, and hierarchy. Employees to need to understand powers due to them either spelt in the university employment policy or accorded to them due to their job specifications. As such, it is important for employees to understand that they have power relative to them, powers such as deciding what they think works for them best (Kressel, 2014). Sometimes, misconception about power arises at the workplace. Power has no physical location. Power should be used competitively. For instance, employees should not be compelled to do what they do not wish to do. This includes harassments such as expecting results within a short time. It would be prudent if the university became more aware to issues of cultural diversity and understand how various people interpret power. Additional, competition at the workplace should also be addressed, especially when staff members try to outperform one another (Kressel, 2014). It should not breed jealousy and bad blood, but should be tamed for the general good of the organization. Human beings have different needs, concerns, desires and fears at home, at the workplace, and other social settings (Afzalur Rahim, 2002, p221). Angela needed to be recognized for the role she had played in the university and her many years of rendering service to the university. She needed security as well. When these factors were undermined, she felt unappreciated and “demoted” (Deutsch et al., 2011, p360). When resolving conflicts due to interests it is important to understand how the individual feels; reassure them that there might just have been a miscommunication and misinterpretation about the restructuring. Again, the issue that arises is miscommunication. Thus, the resolution to the conflict is effective and timely communication between the administration and the staff members (Afzalur Rahim, 2002, p223). For Michele, conflict of interest occurs when Angela fails to appreciate her sexual orientation. The resolution to this type of conflict is to make both parties to be aware of the university’s policy that prohibits against discrimination based on sexual orientation. Rights are principles of legitimacy and fairness that are both socially and legally recognized in law (Ramsbotham et al., 2011). Angela in her capacity at the university deserves to be treated as a senior. In this regard therefore, Michelle becomes her junior. She is protected by the university policy on employment. Additionally, she has a right to sue the university if she feels undermined and discriminated upon. The resolution would be that the university explain to her the restructuring and defines her roles following the change. Power means ability to coerce a junior into performing a task they are not ready for (Afzalur Rahim, 2002, p 225). Acts of aggression could be seen when Mrs. Emerson wanted reports and data from Mark within a short time notice. In resolving the conflict, Mrs. Emerson should be made to understand that she should set realistic timeframes during which to expect reports. Reconciling the parties would involve creating resolutions such as flexibility on the part of Mrs. Emerson, tolerance and understanding, and timely communication. Question #7 Azalea University has a well-defined Anti-Discrimination Policy that states that no person should be discriminated upon based on their color, race, religion, sex, pregnancy, marital status, and sexual orientation among others. People who fail to observe this policy can be reported and sued in court according to state and federal laws (Afzalur Rahim, 2002, p227). Nonetheless, the case of Angela casts a shadow on implementation of this policy. She seems to have been discriminated on based upon her pregnancy. She was not duly informed about the changes. This way, she was denied a basic right in being part of the transition especially because she is as long-serving member at the university. She seems to have been “demoted” when her office was reshuffled without her consent. When Angela uses derogatory terms to refer to Michele’s sexual orientation, she violated her right to same-sex commitment. The university seems not to have created self-awareness among its employees (Eisenkopf & Bächtiger, 2013). The level of university management concerned with creating polices to govern conflict management is the senate or the council, through liaisons with departmental heads. They should ensure that all departments are aware of the university’s policy on managing conflicts due to work and other social areas that may negatively affect service delivery at the university (Eisenkopf & Bächtiger, 2013). Conflict management strategies that should be implement include timely reporting of conflicts, encouraging the staff to report grievances and dissatisfaction, addressing the courses of conflicts and encouraging the staff members to state areas that they need to be improved on (Kressel, 2014). Any changes should be duly communicated. The policy on conflict management should be understood and endowed by all staff members. Mrs. Emerson failed to communicate in time when she restructured the criminology department-the root cause of the conflict between Angela and Michele. Communication barrier between Mrs. Emerson and Mark indirectly caused the conflict between Mark and the students; Angela and Michele. References Afzalur Rahim, M. (2002). Toward a theory of managing organizational conflict. International journal of conflict management, 13(3), 206-235. De Wit, F. R., Greer, L. L., & Jehn, K. A. (2012). The paradox of intragroup conflict: a meta- analysis. Journal of Applied Psychology, 97(2), 360. Dean, G. (2009). Mediation Research: The Process & Effectiveness of Third-Party Intervention. Jossey-Bass. Dean, G., Jeffrey, Z., & Hee, S. (2013). Social conflict: Escalation, stalemate, and settlement. McGraw-Hill Professional. Deutsch, M., Coleman, P. T., & Marcus, E. C. (Eds.). (2011). The handbook of conflict resolution: Theory and practice. John Wiley & Sons. Eisenkopf, G., & Bächtiger, A. (2013). Mediation and conflict prevention. Journal of Conflict Resolution, 57(4), 70-97. Kressel, K. (2014). The mediation of conflict: Context, cognition, and practice. The handbook of conflict resolution: Theory and practice, 3, 17-44. Lam, J. A. (2008). The Impact of Conflict Resolution Programs on Schools: A Review and Synthesis of the Evidence. Ramsbotham, O., Miall, H., & Woodhouse, T. (2011). Contemporary conflict resolution. Polity. Winslade, J., & Monk, G. (2000). Narrative mediation: A new approach to conflict resolution. Read More